Understanding Learning Theories and Principles

Introduction

Learning can be referred as the acquisition of knowledge as well as skill through education, training and experience. There are several theories associated with education and training to describe the models of learning, communication, understanding and assessment. This assignment is going to identify as well as discuss the significance of relevant principles and theories regarding learning, communication and education. This report will also identify the ways through which the learning and education can be applied to the teaching, learning and assessment process. Moreover, this assignment will also discuss the self-reflection and the practice of learners regarding the exclusive teaching and learning.

Task 1:

1.1 Analysing the principles, model and theories of learning:

According to Hargreaves et al. (2014), learning is the acquisition of knowledge, skill and information through education, study and experience. Different theories and principles are associated with learning. As mentioned by Edwards et al. (2014), psychology of learning is associated with three main theories:

Behaviourism learning theory Cognitivist learning theory Humanist learning theory

Behaviourism learning theory:

Behaviourist psychologist focuses on the fact that behaviour is learned aspect that the individual gather through their interaction with surrounding environment. According to Baethge and Wolter (2015), individual responses to eth external stimuli, perform their biological as well as psychological function to make the work done. Through repetition of this process, individual develop their perception, behaviour and psychology by gathering proper experience about the fact. As per Hargreaves et al. (2014) ability to learn different things is based on the fact that, how individual would respond to the stimuli. The concept of Behaviourism learning theory is developed through Pavlov’s experiment on stimulus-response process. This theory focuses on the fact that, when the bell rang the animal used to salivate. In this aspect, Buchberger (2018) commented that this theory represents the problem-solving process which shows that how could the behaviourist think logically when he or she follows the stimuli. This theory represents that, psychology is not concerned with the human consciousness or mind; rather it is associated with the behavioural learning that is based on the physical actions of a learner. Moreover, the psychology of learning is also based on the environment and the idea that individual learn to implement in particular viable ways to make positive change in behaviour. On the contrary, Hamstra et al. (2014) argued that behaviour is the functions of consequences rather than the outcomes or cause of learning process. Based on this perspective, Skinner developed the Operant Conditioning theory, which represents the behaviour as outcomes of consequences in past. The situation in which an individual operates will reinforce their psychological ability, thereby making positive or negative changes in their behaviour. According to Luke (2018), inappropriate or negative behaviour is triggered by the situation that is called antecedent. Tormented family condition, social violence and stubborn approach can trigger the negative transformation of behavioural aspect making people depressed, arrogant and anxious. On the other hand, the individual who acts in positive environments such as a polite approach, reward or love, would gain positive reinforcement, which improves their behaviour as well as skill.

Cognitivist learning theory:

Many assumptions and ideas of cognitive psychology have been formulated in the early decades for describing the relationship between the cognitive development and process of learning. Edward’s Cognitive Theory and Jean Piaget Cognitive development theory, both are merged to form the comprehensive cognitive – behavioural theory. Both these theory consider the new learning process as well as ideas that are built on eth existing learning process or experience. As stated by Carraccio et al. (2016) Cognitivists focus on the fact that, learning is associated with acquiring knowledge and intimation through sense, thoughts and experience. They also think that useful learning s based on the ability to construct the personal meaning of each aspect for interpreting the fact in a clear manner. According to Ashman and Conway (2017), cognitive skill of learner is the ability to evaluate, critically reflect, analyse and think creatively for solving different problems. Through this problem-solving process, individual gather proper knowledge on how they can deal with critical aspect in their professional as well as personal life. In this aspect, Teding et al. (2016) commented that congnitivists believe that learner would face critical questions that will motivate them to think beyond the conventional ways for solving these problems. These processes will assist learner to develop their own sense about what they are studying and benefits of this study. As stated by Ashman and Conway (2017), through application of this theory, practitioners can encourage learner to develop their own decision-making power and problem-solving skill to deal with any sudden difficulties.

Humanistic learning theory:

The humanist theory focuses on the fact that, learner are solely responsible for their learning and practitioners as well as educators act as facilitator in this learning process. As stated by Kiraly (2014) this theory focuses on the fact that, learner would make the proper control of their own learning. Through verbal and non-verbal communication, the learner would learn different things that will assist them to deal with the different aspects of their professional and personal life. As stated by Smith and Wong (2016), learner needs to meet their basic learning requirements before they move towards the next stage of learning and education. Humanism is based on the understanding that, people act with values and intentionality. This understanding is contrary to the operant conditioning of behaviourist learning theory. On supporting this aspect, Carpenter and Dickinson (2016) commented that, as per operant conditioning, behaviour is the outcomes of application of different consequences, which is opposite to the humanist point of view stating that learning involves the watching the behavioural changes of others. According to this Humanism theory of learning, learning comes from the outcomes of observation. Humanist believes in the fact that, for learning something, individual need to study the situation, fact and person as a whole. Through these observations, individual can develop their understanding as well as knowledge about surrounding environment.

1.2 Explaining the ways of applying principle, theories and models of learning:

Implementation, as well as incorporation of these aforementioned learning theories into the practical learning process, is important for both the learner and educator to enhance their skill and knowledge. As stated by Duncan and Goddard (2016), different learning theories such as humanistic, cognitivist and behaviourist theories can be used into lesson to improve the curriculum and overall learning framework in schools and colleges. In case of improving the learning process and knowledge-sharing framework, Behaviourism learning theory can be applied to the education and knowledge processing system. As stated by Kelly et al. (2014) behavioural learning theory is concerned with the observable outcomes but not with the student feelings, perception of thoughts. It focuses on the stimuli that provide the reactions of learners and the responses from the learner. In several ways, this behavirsm learning approach can be applied:

This theory is used to have innovative problem-solving methods by analysing eth different reason behind each aspect. This process will enhance the ability of learner to analyse as well as judge different aspect and then apply their observation as well as evaluating process to deal with these problems. Reinforce of the response or behaviour is another important way to apply behaviourism-learning approach. Through this way, reinforcement, which sit eh consequences of behaviour can encourage or discourage particular behaviour of learner. According to Oliver (2017), educators should positively reinforce the behaviour of student by rewarding him or her. In this aspect, the students’ also will show the desired positive behavioural changes that can develop their understanding and knowledge. Providing new goals: Teachers will assist the student to set new behavioural goals through which they can achieve their incremental growth. By applying the Behaviourism approach in learning process, teachers, as well as educator, can appreciate and rewards the appropriate behaviour of student that can motivate them to make positive behavioural transformation. Maintaining consistency: Teacher will consistently encourage student providing positive reinforcement to motivate student for exhibiting their desired behaviour.

Using the cognitive school of thoughts, educators can ensure that learners utilise their experience as well as knowledge for dealing with the present problems. By applying the cognitive viewpoint, educators can gear up the ability of students to pass through different problems. Through the setting of small goals, educators can assist students to develop their decision-making ability and problem ability to deal with problems. By applying their thoughts and ideas, students can lead to the answers without any pre-set formulas. Through different processes, teachers can apply the cognitive learning theory into the education system:

Remembering: It is one of the important implementations of this theory, in which teacher assist students to create the important timeline for different events. Through making games or reciting poetry can develop the cognitive ability of students. Understanding: In this ways, teachers can involve the students in different debates or arguments. This process will allow student to evaluate how they can interpret different information. Teachers’ can allow the students in creating the list of examples or classifying the categories of events. Evaluating: Teacher can assist students to analyse as well as evaluate the different aspects and information. As stated by Akers (2017) through this way, teacher can effectively apply the cognitive school of thoughts, in which they can assist students to use their own decision-making power and perception to judge different things.

Humanistic school of thoughts can be applied throughout the learning process by keeping the child or learner at eth centre as stated by Akers (2017), humanistic school of thoughts is based on the thoughts that learner would take theory own responsibility to deal with different aspects. Based on this point of view, different ways can be used to apply the humanistic approach:

Student centred learning: This is one of the important processes, in which teachers act as facilitator and make the focus on students regarding the professional and educational needs (Lake et al. 2015). Students also need to take different responsibilities in humanistic classes such as dealing with new chapters, develop interpreting power or improve communication skill. In this way, curriculum and lesson are developed based on the interest of students. Emotional support: In this way, classroom is considered as inclusive for every student. The types of classes support both the individuality and diversity among students (Graham et al. 2014). Lessons and lectures are developed focusing on the educational need of individual students rather than groups. Open seminars: through open seminar, teachers can provide students chances to listen to the viewpoints of other students as well as teachers (Shogren et al. 2015). Through thus humanistic approach, student will learn to respect the value and opinions of other students. Therefore, through the possible application of learning approaches, learning process can highlight the preferred styles that would be relevant to the learning needs of learners. As stated by Metzler (2017), viable ways of applying the learning theories into the education system, can assist researchers and educators to make healthy relationship with students. Moreover, implementation of these aforementioned learning theories will allow having opportunity for developing their skill and knowledge in terms of dealing with any future difficulties.

1.3 Analysing the model of learning preference:

As stated by Leberman and McDonald (2016). people can learn in different ways that must be relevant to their needs as well as ability. Learning style can be considered as the proffered way of learning for particular individual. There different models of learning preference, which are as follows:

VAK learning style:

The VAK learning style or Visual-Auditory-Kinesthetic (VAK) learning styles model represent the simple way for explaining as well as understating the learning style. According to Amanchukwu et al. (2015), VAK uses three crucial sensory receivers such as auditory, vision and kinesthetic, in terms of determining the person’s proffered learning style. Based on this learning style model, no individual can have the only one style or preference learners always use all the three methods in terms of receiving different information. In this aspect, Oliver (2017) commented that proffered style is the best way for person to learn new things and develop skill. Based on the VAK model, one or more of the three-receiving style can be dominant. Learning style cannot be always the same for eth same task. VAK model demonstrates that most of the learners have the dominant or proffered style. On the other hand, some of the learner have mixed or blend of three aforementioned styles. On the contrary, Leberman and McDonald (2016) argued that, in case of learning new aspects, leaner always use particular learning style rather than using mixed received style that can make confusions. Opposite to this approach, VAK model demonstrates that, learner use one learning style for one particular task and mixed learning style for eth combination of different task.

Honey-Mumford Learning style:

Peter Honey and Alan Mumford develop this model, which is based on the Kolb Learning styles but with few differences. Based on this model, learning styles and stages can be divided into four steps which are as follows:’

Having experience Reviewing the experience Making conclusion Planning next step

Based on this model, the first step of this process allows earner to seek challenges and make the proper experience about dealing with this type of challenges in their professional and personal life. As stated by Kelly et al. (2014), the importance of the first step in this model is gathering experience, which makes the learner open-minded. The second step of this s based on the gathering database, analysing and pondering. The thirds step will allow learners to apply their judgemental power and logical thoughts to make proper conclusion of this process. In the last step, learners try to make new ideas as well as opinions to deal with such problems in the future. In this aspect, Duncan and Goddard (2016) argued that, although Honey-Mumford Learning style demonstrates the different stages of the learning process, it is failed to identify the actual proffered learning styles for learners. Moreover, educationist supporting Kolb Learning theory commented that Honey-Mumford Learning style is unable to represent the practical application of preferred learning style for learners.

Kolb learning theory:

According to Carpenter and Dickinson (2016) Kolb Learning theory focuses on the fact that, learners perceive as well as process information in a continuum from the concrete experience, thinking, active experimentation and reflective observation.

This learning model sets out the four distinct learning styles that are based on the four-stage learning cycle. As stead by Smith and Wong (2016) this model prioritises the process in which learner perceive information as well as process the information for developing their knowledge. Kolb believes in the fact that when people go through the learning process they begin with the concrete experience. Through this experience, learners become aware of the challenges, difficulties and important aspects of their professional and personal life. On the contrary, Wellington (2015) argued that, sometimes, through proffered learning styles learners have to experience the different negative outcomes that are not described in this model. Moreover, the Kolb Learning model starts with the concrete experience rather than describing the preferred learning process of learners. In the second step, the reflective observation, learner learns to develop proper observation on others' experience. In the third step, abstract conceptualisation allows learner to create their own theories and judgemental approach to explain the observations. The fourth step, Active experimentation assists the learner to use theories for solving problems as well as making proper decisions.

1.4 Explaining how learning preference of learners enables the learning, teaching and assessment:

The aforementioned learning preference models highlight the actual proffered styles of learners. As stead by Ashman and Conway (2017), Honey-Mumford Learning style focuses on four learning styles such as activists, reflectors, theorists and pragmatists. On the other, hand VAK learning model highlights the three receiving styles such as auditory, visual and kinaesthetic preference. By identifying all these learning styles, an educator can take holistic approach to develop the learning guidelines. By using the learning preference models, educator can use ranges of resources including handouts, research activities, presentations and flipcharts to encourage all learners in terms of developing their skill as well as knowledge.

Task 2:

2.1 Analyse theories, models and principles of communication:

Communication is process of exchanging ideas, thoughts, opinion, perception and decisions in terms of understanding each other perspectives. As stated by (0, two school of thoughts are associated with the communication process which are:

Process school

Semiotic school of thoughts id developed by Morris, which is also known as language or symbol theory. According to Carraccio et al. (2016), this theory focuses on the idea that communication is mixture of symbol, massage and sign that the sender wishes to transfer to receiver for sharing their ideas, expression and thoughts. Semiotic is based on categorisation of three general communication aspects, such as:

Syntactic, that deals with stud of relationship between the symbols Semantics, that deals with symbols and its different relationships Pragmatic that deals with the study of the relationship of different people with symbol

On the contrary, to this school of thoughts Luke (2018) argued that communication is not confined to the interaction between symbol and sign; rather it is the vast concept, which deals with behaviour, expression and physical ability of people. Supporting this point of view, different educationist highlights the fact that, communication sometimes deals with the ability of people to interact as well as represent their opinion. This ability is associated with people's behaviour, physical strength and psychology. As stated by Erickson (2017) sometimes communication is broader aspect of human interaction that cannot be described only by showing the interaction between symbols, signs and massage. Based on this perspective, non-verbal communication and graphical communication highlights the psychology, perception and behaviour of people that are not mentioned in Semiotic school of thoughts. Process school demonstrates the fact that communication is based on transmission of the simple message, that the sender carries as well as send for sharing his or her opinion and thoughts with the other person. As stated by Graham et al. (2014) there are different instances such as culture, music and artworks are not developed for any particular reasons, but these are the expression of the sender thoughts. Process school focuses on the fact that, communication is not always associated with the proper reason to be formed. Sometimes they are developed to express different emotions.

There are some important communication theories, which are as follows:

Hypodermic /bullet theory:

This theory relies on the strong principle of the media and the consumers are passive as well as native. Moreover, this theory states that massages, information, sign and expression passé through the media are similar to bullets that can strike the audience quickly thereby making them able carry the required action as quick as possible. On the contrary, Hamstra et al. (2014) argued that communication is not always made to carry some massage or information towards the audience; rather it is developed for expressing the viewpoint, psychology and perception of the sender.

Two Step flow information theory:

This theory is based on the principle that information from sender passes through to different stages. The first individual pays proper attention to the sender's message and then receives the information. This individual can be referred to as the opinion leader. Opinion leader then interprets these messages to the society people who are the second recipient of massage. However, there are huge controversies regarding this theoretical concept. Contrary to this theory Buchberger (2018) argued that effective communication that s developed for expressing the basic need of people, is one step process that delivers the message from sender to receiver. Moreover, two-step process this the theory describes can be applied in case of mass communication process which is completely different from the basic communication process.

Models of communication:

Aristotle Model: this model is based on principles that, five factors are associated with communication such as the speaker, message, effect, audience and occasion. Speaker or sender develops different communication for the different audient different purpose. Contrary to this perspective, Hirsh et al. (2014) argued that this model supports the public speaking and mass communication and is not relevant for discussing the generic communication process. Moreover, this model also fails to describe the basic needs and reason of communication that provoke people to form massage, facial expression and symbols to interact with people.

Shannon and Weaver’s Model (1949):

According to Hargreaves et al. (2014), this model is known as the engineering model of communication. This theory represents the communication as exemplary of Process School of thoughts. Based on this model, communication is the mathematical process through which sender can carry as well as transfer maximum amount of information through a given channel. On the contrary () argued that, although this model represents the reason as well as process of communication, its failed to find out the most efficient communication means.

Lasswell’s Model (1948):

This communication model represents five components that are considered as efficient analysing tools in terms of evaluating the communication process. The five components are as follows:

Who: source, sender, or communicator of the message Says what: content of the message Which channel: the media or medium To whom: receiver of the message as well as the audience With what effect: feedback or response of receiver towards the sender

2.2 Explain ways in which principles, theories and models of communication are applied to teaching, assessment and learning:

For developing as well as evaluating the effectiveness of communication process, proper implementation and application of the aforementioned theories and models are important. In order to consider the various types of learners, different individuals respond to different forms of the communication. As stated by Hargreaves et al. (2014), for developing proper symbol formation process, Semiotic School of thoughts is important to be applied to the communication system. By implementing this school of thoughts, the sender can learn how to deal with different communication process by using various symbol, signs and message. On the other hand, Process school of thoughts can be applied through providing proper training to the learner in terms of developing their expression and interacting ability. As stead by Buchberger (2018), through Process communication, the sender can develop proper idea n terms of transferring the basic messages, information, idea and symbols. According to Graham et al. (2014), the sender can use Bullet Theory to improve the way they communicate with people. Implementation of this theory can enhance the ability of the sender to send the message in the faster rate, so that receiver can easily get the message and respond to it. Communication is an art of effectively as well as successfully transfers the information to a sender for sharing the opinion. However Edwards et al. (2014) commented in this aspect that, it is not enough for the sender to carry and send the information, rather it is important that sender would deliver the constructive criticism or praise in terms of encouraging learner or guide to develop new discovery. In this aspect, Two Step Flow of Information Theory is applied to improve the communication process so that learners can not only deliver the message to receiver but also pose strong impact on their behavioural changes. However, sometimes two stage communication that s described in Two-Step Flow of Information Theory, is not effective or straightforward to deliver the basic information or emotion, as barriers are often present there. In this aspect, Graham et al. (2014) stated that Shannon and Weaver’s Model can be applied in terms of conveying the maximum information to improve the skill and knowledge receiver so they can respond in the proper manner. Aristotle Model and Lasswell’s Model are also applicable in assisting sender about how to make observable changes in the receiver by sending effective information in the successful process. Through the application of these theories, the learner can complete the communication process with a feeling of accomplishment that will encourage the positive behavioural changes in both learners as well sender and receiver.

Task 3:

3.1 Analysing theories, models and principles of assessment:

Assessment is important to process in learning and education, through which learner can increase his or her understanding regarding the particular aspects. As stead by Baethge and Wolter (2015), assessment process assists students to think about the entire process of learning and communication and evaluate the effectiveness of these processes in term of developing their skill as well as knowledge. Principles of assessment are as follows:

Principles of Assessment:

Reliability: Reliability is important for assuring about the quality, authenticity and improvement. As stated by Buchberger (2018) proper learning outcomes, as well as assessment criteria are crucial in attempting to achieve reliability. Learners should have pre-set goals throughout the learning process. These objectives need to be executed by the educators as well as practitioners.

Validity: As stated by Luke (2018), Learner needs to have to get eth valid information and knowledge that will enhance their understanding as well as skill. The educator can allow students to deal with case scenario or database to answer different questions with applying valid reasons and justification. By involving students in eth debate or arguments, the educator can motivate them to give valid statements as well as reasons for highlighting their point of view. For making the proper assessment of learning process, learner needs to use the valid as well as authentic information and knowledge.

Model of assessment:

There are two modes of assessment:

Formative assessment

This assessment model is the continuous or frequent tool that assists the tutor to inform the student about their progress and their ability to meet the learning objectives (Carraccio et al. 2016). This type of assessment process provides the proper feedback as well as information about adaptations and decisions that are made. It also provides students with positive direction to the future learning.

Summative assessment:

Summative assessment developed at the end of any course as well as the academic year. It is actually achieved by the examination or tests that are developed to make a differentiation between then-candidates as per their merits. Summative assessment focuses n formal tests on what is learned throughout the academic year. As stated by Teding et al. (2016), this assessment process motivates students to get in-depth knowledge about the different subject for having goo mark n test

3.2 Explaining ways in theories, models and principle of assessment in which they can be applied:

Application of the aforementioned theories and model assists learners to evaluate their ability in terms of meeting the educational objectives. Through applying the principles of assessment such as reliability and validity, students can develop their objectives as well as educational planning. Through applying the different models of assessment such as Formative assessment and summative assessment process, educators can assist learners in understating their cognitive ability and educational level. By applying the Formative assessment model educators can inform the students about their progress and weakness. Through the implementation of formative assessment, the learner can know whether they are able to meet the educational objectives or not. On the other hand, summative assessment is important to process that provides the students with opportunities to the idea with different tests and exam. After facing this exam, students can understand their educational grade and efficiency level. on the contrary Smith and Wong (2016), argued, summative assessment is not relevant for disable and autism children these children can face disappointment and failure in these test which can damage their self-confidence, therefore, the formative assessment important process that can develop the decision-making ability, problem-solving skill and cognitive ability of children

Task 4:

4.1 Analysing the principles, model and theories of Curriculum Development

As stated by Ashman and Conway (2017), Curriculum development is important part of learning, planning, implementation and review cycle. It demonstrates the different level of development such as large-scale curriculum highlights the changes in the individual lessons throughout the learning process. There are different models that are formulated based on the curriculum development.

Linear product or objectives model:

This model is formulated as well as developed by Tyler, that prioritises the principle that learning is the skill as well as the ability of learners that they achieve throughout the course as stead by Kiraly (2014) this model highlights the learning outcomes as well as the systematic approaches that are developed to achieve these outcomes. This model describes the four stages in each curriculum designs:

Identifying specific objectives and broad aims Constructing the course so the objectives can be achieved Conducting the test to achieve the objectives Explaining objectives and curriculum to teachers

According to Smith and Wong (2016), sometimes objectives cannot be so specific in the case of curriculum development thereby can be irrelevant to the learning needs of learners. The common advantages of this model are it assists teachers to make programme specification and benchmarking. This theory advocates the fact that, the teacher should discuss and evaluate the objectives in front of learners to clarify the objectives. Moreover, teachers need to focus on getting proper feedback from students to evaluate the learning experience in terms of identifying their ability to meet the learning objectives

Cyclical model:

This model is based on the principle that curriculum should include the objectives and aims that are relevant to the need assessment of students and professional bodies. As stated by Duncan and Goddard (2016), proper identification of needs and assessment of the learning process is based on effective curriculum designs such as content development, selection of learning activities and evaluation of the effectiveness of the curriculum.

The Process/dynamic/student-centred model:

This model is based on the principle that, curriculum design is an effective ongoing process that is part of the learning framework. The useful curriculum design is associated with the activities beyond the educational achievements such as socialisation, proper learning through the experience, developing problem-solving and decision-making ability. Curriculum development is the process that assists the learner to make life-long learning goals that are associated with shaping up their beliefs, perceptions, decisions, practices and psychology. This model is based on four processes of education:

Skill acquisition or training Instruction as well as information acquisition Socialisation Problem-solving

As per this model, the best process of developing effective curriculum design is placing the student's needs and teacher’s experience at the centre of curriculum design. Teachers would specific objectives for each student that will guide the students in the proper way to meet their educational goals. this model also enables the students to apply their creativity, decisions, opinions, problem-solving skill and perception to deal with any learning issues.

4.2 Explaining ways in theories, models and principle of Curriculum Development in which they can be applied:

Proper curriculum design would assist as well as benefits the mixture of both the process and objective based model (Akers, 2017). The Linear model is applicable in case of conducting test or exam at eth end of academic year. For pass or getting the good grade in the exam, students need to understand eth each learning objectives well. By applying the Linear model, teachers can be able to standardise the courses n such a manner that students can easily understand them. An accredited course should be relevant to a student's ability and standard. Active learning in the important aspect that is required to be implemented for ensuring the multi-sensory learning in the classroom. As stated by Oliver (2017), linear model, however, is appropriate for the distance education courses and nit for the curriculum design in which practical application in more important. For life-long and vocational learning, cyclical model can be effective for the curriculum design, in which the learner needs to do the practical implementation of their subjective knowledge. Through the application of the cyclical model, the learner can develop their skill of identifying their learning goals and implementing their theoretical knowledge into the practical field to achieve the learning goals. Both the cyclical and linear model also is applied in forming such curriculum design that can maintain the positive learning environment surrounding the learner.

Task 5:

5.1 Analyse models and theories reflection and evaluation:

Reflection and evaluation are important to the process of analysing the effectiveness as well as the usefulness of the learning and education process. Reflection can be described as a process of highlighting the own experience. Evaluation is a process of conducting judgement and assessment about the experience there are different models of reflective practice and evaluation in learning:

Jenny Moon Model of refection:

Based on this model, reflection is the form of psychological processing that is associated with anticipated outcomes, which assist people to analyse their own skill as well as knowledge (Lake et al. 2015). This model focuses on the fact that, reflection and evaluation are the outcomes of learning and understanding through reflection and evaluation, people analyse that whether they get proper knowledge and skill regarding eth subjective matters.

Gibbs model of reflection:

Gibbs reflection model is based on the fact that, reflection is achieved through different processes that assist people to understand different aspects and analyse these things. Throughout the learning process, the learners at first understand what are the actual goals or objectives of these learning aspects. Then they developed their own understating and decision-making ability to understated eth subjects (Graham et al. 2014). After that, they evaluate as well as analyser the effectiveness of their understanding and skill for judging its relevancy after evaluating the experience, learner analyses the usefulness of their knowledge and skill and then they conclude that what they have gained through this learning process. The overall perspective of this model is based on the principles that teachers or educators need to focus on developing the understating ability and decision-making power within students through using this ability they can easily evaluate as well as understand the effectiveness of the learning process and their experience.

Kolb model of reflection:

Based on his model, experimental or reflective learning style can be represented by the four stages, such as concrete experience, reflective observation, abstract conceptualisation and active experimentation.

Concrete experience: In this, phase learners gain new experience about the situation that they encounter. Sometimes they reinterpret the existing experience to deal with the current situation Reflective observation: In the stage, learners apply their own decision-making process and problem-solving skill along with previous experience t understand the aspects Abstract conceptualisation: Learners develops new ideas and perception regarding the subjects that they encounter Active experimentation: Learners deals with problems and issues by applying their own perception to see the outcomes

5.2 Explaining ways of applying theories, models and principle of reflection and evaluation in own practice:

By applying the aforementioned models of reflections and evaluation, teachers can improve the decision-making ability and problem-solving skill of students Kolb model of reflection and Gibb’s reflective model assists teachers as well as learner about how to deal with different types of learning issues. For having proper knowledge on any subject, teachers would encourage children to follow the reflective pathways that include description, experience, analysis and examination (Shogren et al. 2015). Through this process, students can get clear ideas on each subject. Through the implementation of eth above process, the student can easily use their previous experience and new ideas to get the desired outcomes through implementation of the aforementioned models, teachers, as well as students, will be able to analyse the strength as well as the weakness of the students. Therefore, reflection and evaluation in learning system assist learners to develop their knowledge and skill to deal with any subjective issues.

Conclusion:

From the above discussion, it can be concluded that the learning and education process is an important aspect for learners that develop their knowledge, ability and professional strength. By discussing the principles of learning and assessment, that can be concluded that learners need proper learning objectives and goals based on which they can develop their educational process. Through assessment, learners will be able to analyse the effectiveness of the learning process in terms of developing their skill. Through analysing the principles of reflection and evaluation, it can be concluded that learners need to make proper self-assessment that will improve their decision-making ability and judgmental approach.

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